Search results for "Metacognition"

Using robotics construction kits as metacognitive tools: A research in an italian primary school

2010

The present paper is aimed at analyzing the process of building and programming robots as a metacognitive tool. Quantitative data and qualitative observations from a research performed in a sample of children attending an Italian primary school are described in this work. Results showed that robotics activities may be intended as a new metacognitive environment that allows children to monitor themselves and control their learning actions in an autonomous and self-centered way.

Educational Robotics to Improve Mathematical and Metacognitive Skills

2017

This paper describes the use of robotic kits as tools in developing mathematical and metacognitive skills, as the planning, reasoning and problem solving capabilities in young students. A sample of 30 students involved in an extracurricular laboratory based on robotics activities (10 meetings; three hours each, once a week). Quantitative and qualitative data showed that robotics activities may be intended as a new metacognitive environment that allows students to improve the attitude in mathematics, or increase the propensity to reflect on themselves and on their own learning, and higher-level control components, such as forecasting, planning, monitoring and evaluation exercises and problem…

Educational Robotics to develop of executive functions visual spatial abilities, planning and problem solving

2018

Educational robotics is an innovative learning tool that offers students the opportunities to develop higher-order thinking skills. This research aims to verify the effectiveness of educational robotics on the mental processes of planning and problem solving. Robotics education involved in a curricular laboratory (10 meetings, two hours each, once a week) with 15 children, attending their fifth year at primary school. The proposed methodology was divided into three phases: Pre-test, Practice and Post-Test. The main finding was a significant improvement in visuo-spatial attention and a significant effect on robot programming skills. These data provide scientific support to the hypothesis tha…

Metamemoria

2019

La memoria ha una rilevanza indiscutibile nei processi di apprendimento, in quanto ci permette di assimilare, ritenere e richiamare ciò che abbiamo appreso tramite l’esperienza e, su questa base, organizzare le nuove informazioni e conoscenze. In particolare, la memoria di lavoro (ML), in stretta connessione con quella a breve termine, ci permette di usare le informazioni immagazzinate temporaneamente per l’esecuzione di compiti cognitivi complessi. La ricerca ha inoltre dimostrato che buoni livelli di ML si correlano a un apprendimento efficace.Rivolto a bambini e ragazzi dai 6 ai 13 anni, Metamemoria rappresenta una proposta efficace e accattivante per il potenziamento della memoria nelle…

Learning strategies explaining differences in reading proficiency. Findings of Nordic and Baltic countries in PISA 2009

2015

Abstract There are useful metacognitive learning strategies improving learning results significantly. Students can be trained to use them to achieve a higher level of proficiency in different academic domains, including reading. The current study was aimed to discover how student awareness and use of learning strategies explains differences in reading literacy test results, using PISA (the Program for International Student Assessment) 2009 data of three Nordic and three Baltic countries. The student level differences appeared partly due to the differences between schools, in the Baltic countries more than in the Nordic countries, which is considered a concern in the countries stating the eq…

Didattica e differenze di genere in alunni di 8-12 anni

2013

I risultati presentati fanno parte di una più ampia ricerca -tuttora in corso-, che mira ad individuare i metodi, le tecniche e gli strumenti didattici che facilitano il successo scolastico degli uomini e delle donne facendo leva sul loro diverso modo di affrontare lo studio. Le diversità fra maschi e femmine, che appartengono al naturale ordine psico-biologico e si manifestano in modo diverso nel tempo e nei luoghi, incidono in modo diretto non solo sullo sviluppo affettivo e relazionale degli alunni ma anche sul loro modo di apprendere; in questo articolo sono presi in considerazione solo gli aspetti che richiedono una particolare attenzione didattica, per quanto riguarda la fascia d’età …

Metacognitive Habits: Contradiction in Terms or Valid Theoretical Concept? The Role of Metacognition in Habitual Behavior

2017

The aim of the present article is to present data showing that habitual actions might be conceptualized as metacognitive habits. The study is based on 3 data collections assessing smoking and schoo...

Teaching self-regulation strategies via an intelligent tutoring system (TuinLECweb): Effects for low-skilled comprehenders

2018

Más allá de la disciplina académica: algunas consideraciones para el desarrollo en los procesos educativos

2020

Erróneamente se cree que enseñar es una actividad sencilla en la que solo basta con conocer la materia y algo de experiencia. Desconociendo los conocimientos pedagógicos y didácticos propios de la docencia y de otras áreas como la psicología cognitiva y la sociología, que facultan para ejercer de una manera profesional la enseñanza. Por otra parte, se desconoce la evolución en las prácticas y necesidades educativas del mundo contemporáneo que van más allá de un conocimiento disciplinar. En este trabajo se describen algunos factores a tener en cuenta para el desarrollo de la profesión docente, al existir una relación multidimensional (normativa, emocional, intersubjetiva), centrada en objeti…

Reflection Assignment as a Tool to Support Students’ Metacognitive Awareness in the Context of Computer-Supported Collaborative Learning

2021

The present study explores the potential of a reflection assignment as a tool for supporting master’s degree students’ metacognitive skills in the context of computer-supported collaborative learning (CSCL). The research question (RQ) is formulated as follows: How does a regularly submitted reflection assignment support the development of students’ individual metacognitive awareness in the context of CSCL? The empirical data is a text corpus (7878 words) extracted from individual students’ (N = 13) reflection assignments (N = 65) submitted during one semester. Qualitative content analysis was employed to analyze the data. The results demonstrate that by the end of the course, the students s…